二语词汇提取偏向的认知机制研究
发布时间：2021-01-10 19:39
近年来,二语习得研究日益关注基于产出的语言加工研究。本论文针对二语产出过程中的“词汇提取偏向”现象,探究了在纵聚合关系中,二语学习者词汇选择同质化倾向的认知机制,旨在揭示学习者的中介语系统与认知加工系统的互动效应对词汇提取和产出的影响。研究围绕一个基本问题展开,即二语词汇提取偏向何以成为二语产出过程中一个普遍的现象而存在。为回答此问题,本文将其分解为三个小问题进行研究:（1）二语词汇提取偏向的本质是什么?（2）针对该本质需要构建一个怎样的理论框架?（3）基于这种理论框架如何给出更为合理的解释?文献回顾研究发现,二语词汇提取偏向的本质是学习者语言产出过程中的系统性变异,特别是从纵聚合关系中提取目标词的系统性变异,它既是同质化的语言产品又是同质化的心理认知过程。然而,前人研究并未完全揭示这一过程的心理机制。这主要体现在三个方面:一是对二语词汇提取偏向的各种同质化表现缺乏统一的解释,特别是对显性偏向和隐性偏向缺乏统一的解释;二是对双语词汇语义连接的复杂性和动态性揭示得不够充分;三是对词汇语义的认知加工方式的同质化特征考虑不足。因此,本文基于二语习得复杂性的基本原理,充分考虑二语词汇提取过程中...
【文章来源】：武汉大学湖北省 211工程院校 985工程院校 教育部直属院校
【文章页数】：263 页
【学位级别】：博士
【文章目录】：
创新点
中文摘要
ABSTRACT
ABBREVIATIONS
Chapter 1 Introduction
1.1 Research orientation
1.2 Target of research: lexical retrieval preference
1.3 Rationale for the study
1.4 Organization of the thesis
Chapter 2 L2 Lexical Retrieval Preference as a Product
2.1 The preference in L2 lexical knowledge properties
2.1.1 Homogeneity in lexical breadth property
2.1.2 Homogeneity in lexical depth property
2.2 The preference in L2 lexicosemantic transfer
2.2.1 Homogeneity in semantic errors
2.2.2 Homogeneity in word choice transfer
2.3 Classification of L2 LRP
2.4 Summary
Chapter 3 L2 Lexical Retrieval Preference as a Cognitive Process
3.1 Cognitive analysis of L2 lexical retrieval
3.1.1 Language production process and lexical retrieval
3.1.1.1 Unilingual production process and lexical retrieval
3.1.1.2 Bilingual production process and lexical retrieval
3.1.1.3 L2 lexical retrieval process
3.1.2 Mental representation of the bilingual lexicon
3.1.2.1 Revised Hierarchical Model
3.1.2.2 Distributed Feature Model
3.1.2.3 Shared Asymmetrical Model
3.1.2.4 Modified Hierarchical Model
3.1.3 Bilingual lexical selection mechanism
3.1.3.1 Language-nonspecific or language-specific selection
3.1.3.2 Concept selection hypothesis
3.1.3.3 Response selection/exclusion hypothesis
3.1.3.4 Synthesis of the lexical selection mechanism
3.1.4 Summary
3.2 Cognitive accounts for L2 LRP
3.2.1 Lexical knowledge representation
3.2.2 Lexical knowledge processing
3.2.2.1 L2 Psycholinguistic lexical properties
3.2.2.2 Reliance on L1 conceptualization in L2 production
3.2.2.3 Reliance on L1 thinking in L2 production
3.2.3 Psychological mode
3.3 Unsettled issues
3.3.1 Lack of unified accounts for the manifestations of L2 LRP
3.3.2 Biased exploration of meaning in the mental lexicon
3.3.3 Neglect of the homogeneity in the cognitive processing
3.4 Summary
Chapter 4 Complexity in SLA and the Triadic Model for L2 LRP
4.1 Complexity Theory
4.1.1 Seven principles for language learning
4.1.2 Applicable rules for SLA research
4.1.2.1 Theoretical orientation
4.1.2.2 Methodological orientation
4.1.2.3 Challenges of complexity theory in SLA research
4.1.3 Summary
4.2 Four perspectives of complexity in SLA research
4.2.1 L2 complexity
4.2.2 Cognitive complexity
4.2.3 Pedagogical complexity
4.2.4 Acquisitional complexity
4.3 Defining the key terms
4.3.1 Linguistic complexity
4.3.2 Cognitive load
4.3.3 Learning difficulty
4.3.3.1 Relativity
4.3.3.2 Variability
4.3.3.3 Efficiency
4.4 Building up a triadic model for L2 LRP
4.5 Summary
Chapter 5 Proposal of the Primacy Principles in the Triadic Model
5.1 The interlanguage system and PSP & PBP
5.1.1 Primacy of Salience
5.1.1.1 Salience in feature acquisition
5.1.1.2 Salience in lexical access
5.1.2 Lexical graded salience
5.1.2.1 Graded salience in L2 lexical inherent complexity
5.1.2.2 Graded salience in L1-L2 Lexical connection complexity
5.1.2.2.1 Difference-difficulty relation
5.1.2.2.2 Difference and hierarchy of difficulty
5.1.2.2.3 Subtle distinction and overlap
5.1.2.2.4 Graded salience in intracategory HD
5.1.2.2.5 Summary
5.2 The cognitive processing system and PEP
5.2.1 General cognitive restriction of Language processing
5.2.1.1 Use of memory: controlled or automatic
5.2.1.2 Allocation of the limited attentional resources
5.2.2 Efficient modes of L2 processing
5.2.2.1 Assimilation and the construction of L2 semantic system
5.2.2.2 Analytic processing and lexical retrieval
5.2.2.2.1 Holistic-analytic processing and L2 learners
5.2.2.2.2 Holistic-analytic processing and tasks
5.2.2.2.3 Priority of analytical processing over holistic processing
5.3 Summary
Chapter 6 Empirical Validation for the Primacy Principles
6.1 Study 1
6.1.1 Hypotheses
6.1.2 Method
6.1.2.1 Participants
6.1.2.2 Task design
6.1.2.3 Data collection and analysis
6.1.2.4 Results
6.2 Study 2
6.2.1 Hypotheses
6.2.2 Method
6.2.2.1 Participants
6.2.2.2 Task design
6.2.2.3 Data collection and analysis
6.2.2.4 Results
6.3 Study 3
6.3.1 Hypotheses
6.3.2 Method
6.3.2.1 Participants
6.3.2.2 Task design
6.3.2.3 Data collection and analysis
6.3.2.4 Results
6.4 Correlation of the three studies
6.5 Summary
Chapter 7 Conclusion
7.1 General Summary
7.2 Discussion on the major findings
7.2.1 The effect of salience
7.2.2 The effect of efficiency
7.2.3 The effect of lexicalization
7.3 Pedagogical implications
7.4 Suggestions for future research
References
Appendix A Task 1 Lexical Priming Test in Study 1
Appendix B Task 2 Multiple Choice Test in Study 1
Appendix C Task 3 Sentence Cloze Test in Study 1
Appendix D Task 4 Translation-induced Sentence Cloze Test in Study 2
Appendix E Task 5 Semantic Priming Test in Study 2
Appendix F Task 6 Lexical Priming Test in Study 3
Appendix G Task 7 Translation-induced Sentence Cloze Test in Study 3
Academic Achievements During the Ph.D Studies
Acknowledgements
【参考文献】：
期刊论文
[1]母语迁移对中国大学生使用英语动名搭配的动态影响[J]. 蔡金亭. 外语教学与研究. 2018(01)
[2]语言迁移的多维动态理论框架[J]. 蔡金亭,李佳. 外语教学. 2016(04)
[3]特征组装视角的二语词汇习得渐进论[J]. 康悦,戴曼纯. 外语电化教学. 2012(05)
[4]二语词汇熟悉度在双语者语义通达中的调节作用[J]. 李利,莫雷,王瑞明. 心理科学. 2011(04)
[5]产出性词汇知识广度的发展特征——基于英语专业学生书面语的研究[J]. 卢敏. 外语教学理论与实践. 2008(02)
[6]“Besides”:基于语料库的对比研究[J]. 张萍,周敏. 国外外语教学. 2007(02)
[7]不同二语学习者词汇复杂度的语料库对比研究[J]. 张萍. 中国外语. 2007(03)
[8]接受性词汇量、产出性词汇量与词汇深度知识的发展路径及其相关性研究[J]. 崔艳嫣,王同顺. 现代外语. 2006(04)
[9]二语词汇语义习得中的形义映现[J]. 孙蓝,赵新红,许秋敏. 语言科学. 2006(04)
[10]中国英语学习者产出性词汇发展研究[J]. 谭晓晨. 外语教学与研究. 2006(03)
本文编号：2969291
【文章来源】：武汉大学湖北省 211工程院校 985工程院校 教育部直属院校
【文章页数】：263 页
【学位级别】：博士
【文章目录】：
创新点
中文摘要
ABSTRACT
ABBREVIATIONS
Chapter 1 Introduction
1.1 Research orientation
1.2 Target of research: lexical retrieval preference
1.3 Rationale for the study
1.4 Organization of the thesis
Chapter 2 L2 Lexical Retrieval Preference as a Product
2.1 The preference in L2 lexical knowledge properties
2.1.1 Homogeneity in lexical breadth property
2.1.2 Homogeneity in lexical depth property
2.2 The preference in L2 lexicosemantic transfer
2.2.1 Homogeneity in semantic errors
2.2.2 Homogeneity in word choice transfer
2.3 Classification of L2 LRP
2.4 Summary
Chapter 3 L2 Lexical Retrieval Preference as a Cognitive Process
3.1 Cognitive analysis of L2 lexical retrieval
3.1.1 Language production process and lexical retrieval
3.1.1.1 Unilingual production process and lexical retrieval
3.1.1.2 Bilingual production process and lexical retrieval
3.1.1.3 L2 lexical retrieval process
3.1.2 Mental representation of the bilingual lexicon
3.1.2.1 Revised Hierarchical Model
3.1.2.2 Distributed Feature Model
3.1.2.3 Shared Asymmetrical Model
3.1.2.4 Modified Hierarchical Model
3.1.3 Bilingual lexical selection mechanism
3.1.3.1 Language-nonspecific or language-specific selection
3.1.3.2 Concept selection hypothesis
3.1.3.3 Response selection/exclusion hypothesis
3.1.3.4 Synthesis of the lexical selection mechanism
3.1.4 Summary
3.2 Cognitive accounts for L2 LRP
3.2.1 Lexical knowledge representation
3.2.2 Lexical knowledge processing
3.2.2.1 L2 Psycholinguistic lexical properties
3.2.2.2 Reliance on L1 conceptualization in L2 production
3.2.2.3 Reliance on L1 thinking in L2 production
3.2.3 Psychological mode
3.3 Unsettled issues
3.3.1 Lack of unified accounts for the manifestations of L2 LRP
3.3.2 Biased exploration of meaning in the mental lexicon
3.3.3 Neglect of the homogeneity in the cognitive processing
3.4 Summary
Chapter 4 Complexity in SLA and the Triadic Model for L2 LRP
4.1 Complexity Theory
4.1.1 Seven principles for language learning
4.1.2 Applicable rules for SLA research
4.1.2.1 Theoretical orientation
4.1.2.2 Methodological orientation
4.1.2.3 Challenges of complexity theory in SLA research
4.1.3 Summary
4.2 Four perspectives of complexity in SLA research
4.2.1 L2 complexity
4.2.2 Cognitive complexity
4.2.3 Pedagogical complexity
4.2.4 Acquisitional complexity
4.3 Defining the key terms
4.3.1 Linguistic complexity
4.3.2 Cognitive load
4.3.3 Learning difficulty
4.3.3.1 Relativity
4.3.3.2 Variability
4.3.3.3 Efficiency
4.4 Building up a triadic model for L2 LRP
4.5 Summary
Chapter 5 Proposal of the Primacy Principles in the Triadic Model
5.1 The interlanguage system and PSP & PBP
5.1.1 Primacy of Salience
5.1.1.1 Salience in feature acquisition
5.1.1.2 Salience in lexical access
5.1.2 Lexical graded salience
5.1.2.1 Graded salience in L2 lexical inherent complexity
5.1.2.2 Graded salience in L1-L2 Lexical connection complexity
5.1.2.2.1 Difference-difficulty relation
5.1.2.2.2 Difference and hierarchy of difficulty
5.1.2.2.3 Subtle distinction and overlap
5.1.2.2.4 Graded salience in intracategory HD
5.1.2.2.5 Summary
5.2 The cognitive processing system and PEP
5.2.1 General cognitive restriction of Language processing
5.2.1.1 Use of memory: controlled or automatic
5.2.1.2 Allocation of the limited attentional resources
5.2.2 Efficient modes of L2 processing
5.2.2.1 Assimilation and the construction of L2 semantic system
5.2.2.2 Analytic processing and lexical retrieval
5.2.2.2.1 Holistic-analytic processing and L2 learners
5.2.2.2.2 Holistic-analytic processing and tasks
5.2.2.2.3 Priority of analytical processing over holistic processing
5.3 Summary
Chapter 6 Empirical Validation for the Primacy Principles
6.1 Study 1
6.1.1 Hypotheses
6.1.2 Method
6.1.2.1 Participants
6.1.2.2 Task design
6.1.2.3 Data collection and analysis
6.1.2.4 Results
6.2 Study 2
6.2.1 Hypotheses
6.2.2 Method
6.2.2.1 Participants
6.2.2.2 Task design
6.2.2.3 Data collection and analysis
6.2.2.4 Results
6.3 Study 3
6.3.1 Hypotheses
6.3.2 Method
6.3.2.1 Participants
6.3.2.2 Task design
6.3.2.3 Data collection and analysis
6.3.2.4 Results
6.4 Correlation of the three studies
6.5 Summary
Chapter 7 Conclusion
7.1 General Summary
7.2 Discussion on the major findings
7.2.1 The effect of salience
7.2.2 The effect of efficiency
7.2.3 The effect of lexicalization
7.3 Pedagogical implications
7.4 Suggestions for future research
References
Appendix A Task 1 Lexical Priming Test in Study 1
Appendix B Task 2 Multiple Choice Test in Study 1
Appendix C Task 3 Sentence Cloze Test in Study 1
Appendix D Task 4 Translation-induced Sentence Cloze Test in Study 2
Appendix E Task 5 Semantic Priming Test in Study 2
Appendix F Task 6 Lexical Priming Test in Study 3
Appendix G Task 7 Translation-induced Sentence Cloze Test in Study 3
Academic Achievements During the Ph.D Studies
Acknowledgements
【参考文献】：
期刊论文
[1]母语迁移对中国大学生使用英语动名搭配的动态影响[J]. 蔡金亭. 外语教学与研究. 2018(01)
[2]语言迁移的多维动态理论框架[J]. 蔡金亭,李佳. 外语教学. 2016(04)
[3]特征组装视角的二语词汇习得渐进论[J]. 康悦,戴曼纯. 外语电化教学. 2012(05)
[4]二语词汇熟悉度在双语者语义通达中的调节作用[J]. 李利,莫雷,王瑞明. 心理科学. 2011(04)
[5]产出性词汇知识广度的发展特征——基于英语专业学生书面语的研究[J]. 卢敏. 外语教学理论与实践. 2008(02)
[6]“Besides”:基于语料库的对比研究[J]. 张萍,周敏. 国外外语教学. 2007(02)
[7]不同二语学习者词汇复杂度的语料库对比研究[J]. 张萍. 中国外语. 2007(03)
[8]接受性词汇量、产出性词汇量与词汇深度知识的发展路径及其相关性研究[J]. 崔艳嫣,王同顺. 现代外语. 2006(04)
[9]二语词汇语义习得中的形义映现[J]. 孙蓝,赵新红,许秋敏. 语言科学. 2006(04)
[10]中国英语学习者产出性词汇发展研究[J]. 谭晓晨. 外语教学与研究. 2006(03)
本文编号：2969291
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